Behavioral and Socio-Emotional Disorders in Intellectual Giftedness: A Systematic Review.
ADHD
Autism
Giftedness
High intelligence
Review
Journal
Child psychiatry and human development
ISSN: 1573-3327
Titre abrégé: Child Psychiatry Hum Dev
Pays: United States
ID NLM: 1275332
Informations de publication
Date de publication:
01 Oct 2022
01 Oct 2022
Historique:
accepted:
20
08
2022
entrez:
1
10
2022
pubmed:
2
10
2022
medline:
2
10
2022
Statut:
aheadofprint
Résumé
This work systematically reviewed past literature to investigate the association between intellectual giftedness and socio-emotional and/or behavioral disorders. Nineteen studies met the inclusion criteria, 17 of which have children and/or adolescents as participants, and 12 have a non-gifted control group. Socio-emotional problems, such as withdrawal, were found in 3 out of 8 studies; internalizing disorders, such as anxiety, were found in 5 out of 9; externalizing disorders, such as hyperactivity, were found in 3 out of 5. The most investigated comorbidity was attention-deficit/hyperactivity disorder. A univocal conclusion on the relationship between intellectual giftedness and socio-emotional/behavioral problems cannot be drawn, principally because of the heterogeneity of participants' age, informants, and instruments. The review highlights the need for future studies to use multi-informant and comprehensive assessments, to reach more robust findings, and suggests that age and discrepancy between verbal and non-verbal intellectual abilities should be considered critical factors.
Identifiants
pubmed: 36181607
doi: 10.1007/s10578-022-01420-w
pii: 10.1007/s10578-022-01420-w
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Informations de copyright
© 2022. The Author(s).
Références
Renzulli JS (2011) What makes giftedness? Reexamining a definition. Phi Delta Kappan 92:81–88. https://doi.org/10.1177/003172171109200821
doi: 10.1177/003172171109200821
Heller KA, Perleth C, Lim TK (2005) The Munich model of giftedness designed to identify and promote gifted students. In: Sternberg RJ, Davidson JE (eds) Conceptions of Giftedness. Cambridge University Press, pp 147–170. https://doi.org/10.1017/CBO9780511610455.010
Sternberg RJ (1984) Toward a triarchic theory of human intelligence. Behav Brain Sci 7:269–287. https://doi.org/10.1017/S0140525X00044629
doi: 10.1017/S0140525X00044629
Gardner H (2017) Taking a multiple intelligences (MI) perspective. Behav Brain Sci 40:e203. https://doi.org/10.1017/S0140525X16001631
doi: 10.1017/S0140525X16001631
pubmed: 29342659
Francis R, Hawes DJ, Abbott M (2016) Intellectual giftedness and psychopathology in children and adolescents: A systematic literature review. Except Child 82:279–302. https://doi.org/10.1177/0014402915598779
doi: 10.1177/0014402915598779
Gottfredson LS (1997) Mainstream science on intelligence: An editorial with 52 signatories, history, and bibliography. Intelligence 42:13–23. https://doi.org/10.1016/s0160-2896(97)90011-8
doi: 10.1016/s0160-2896(97)90011-8
Boschi A, Planche P, Hemimou C et al (2016) From high intellectual potential to asperger syndrome: Evidence for differences and a fundamental overlap-A systematic review. Front Psychol 7:1605. https://doi.org/10.3389/fpsyg.2016.01605
doi: 10.3389/fpsyg.2016.01605
pubmed: 27812341
pmcid: 5071629
Neihart M, Reis SM, Robinson N, Moon S (2002) The social and emotional development of gifted children: What do we know? Prufrock Press Inc.
Assouline SG, Nicpon MF, Doobay A (2009) Profoundly gifted girls and autism spectrum disorder: A psychometric case study comparison. Gifted Child Quart 53:89–105. https://doi.org/10.1177/0016986208330565
doi: 10.1177/0016986208330565
Nicpon MF, Allmon A, Sieck B, Stinson RD (2011) Empirical investigation of twice-exceptionality: Where have we been and where are we going? Gifted Child Quart 55:3–17. https://doi.org/10.1177/0016986210382575
doi: 10.1177/0016986210382575
Budding D, Chidekel D (2012) ADHD and giftedness: A neurocognitive consideration of twice exceptionality. Appl Neuropsych-Chil 1:145–151. https://doi.org/10.1080/21622965.2012.699423
doi: 10.1080/21622965.2012.699423
Dąbrowski K (1972) Psychoneurosis is not an illness: Neuroses and psychoneuroses from the perspective of positive disintegration. Gryf Publications, London
Antshel KM, Hendricks K, Faraone SV, Gordon M (2011) Disorder versus disability: The challenge of ADHD in the context of a high IQ. ADHD Rep 19:4–8. https://doi.org/10.1521/adhd.2011.19.2.4
doi: 10.1521/adhd.2011.19.2.4
Gallagher SA (1985) A comparison of the concept of overexcitabilities with measures of creativity and school achievement in sixth-grade students. Roeper Rev 8:115–119. https://doi.org/10.1080/02783198509552950
doi: 10.1080/02783198509552950
Burger-Veltmeijer AEJ, Minnaert AEMG, Van Houten-Van den Bosch EJ (2011) The co-occurrence of intellectual giftedness and Autism Spectrum Disorders. Educ Res Rev-Neth 6:67–88. https://doi.org/10.1016/j.edurev.2010.10.001
doi: 10.1016/j.edurev.2010.10.001
Crespi BJ (2016) Autism as a disorder of high intelligence. Front Neurosci 10:300. https://doi.org/10.3389/fnins.2016.00300
doi: 10.3389/fnins.2016.00300
pubmed: 27445671
pmcid: 4927579
Clark B (1997) Growing up gifted. 5th еd. Merrill/Prentice Hall, Upper Saddle River, NJ
Neihart M (2000) Gifted children with Asperger’s syndrome. Gifted Child Quart 44:222–230. https://doi.org/10.1177/001698620004400403
doi: 10.1177/001698620004400403
Antshel KM, Faraone SV, Maglione K et al (2008) Temporal stability of ADHD in the high-IQ population: Results from the MGH longitudinal family studies of ADHD. J Am Acad Child Adolesc Psychiatry 47:817–825. https://doi.org/10.1097/CHI.0b013e318172eecf
doi: 10.1097/CHI.0b013e318172eecf
pubmed: 18520956
Moher D, Shamseer L, Clarke M et al (2015) Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. 4:1–9. https://doi.org/10.1186/2046-4053-4-1
Subotnik RF, Olszewski-Kubilius P, Worrell FC (2011) Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science. Psychol Sci Publ Int Supplement 12:3–54. https://doi.org/10.1177/1529100611418056
doi: 10.1177/1529100611418056
Jensen AR (1998) The g factor: The science of mental ability. Preager Publishers, Westport, CT
Martin LT, Burns RM, Schonlau M (2010) Mental disorders among gifted and nongifted youth: A selected review of the epidemiologic literature. Gifted Child Quart 54:31–41. https://doi.org/10.1177/0016986209352684
doi: 10.1177/0016986209352684
Hinshaw SP (2008) Developmental psychopathology as a scientific discipline: Relevance to behavioral and emotional disorders of childhood and adolescence. In: Beauchaine TP, Hinshaw SP (eds) Child and adolescent psychopathology. Wiley, Hoboken, NJ, pp 3–26
Antshel KM, Faraone SV, Maglione K et al (2009) Is adult attention deficit hyperactivity disorder a valid diagnosis in the presence of high IQ? Psychol Med 39:1325–1335. https://doi.org/10.1017/S0033291708004959
doi: 10.1017/S0033291708004959
pubmed: 19105857
Karpinski RI, Kinase Kolb AM, Tetreault NA, Borowski TB (2018) High intelligence: A risk factor for psychological and physiological overexcitabilities. Intelligence 66:8–23. https://doi.org/10.1016/j.intell.2017.09.001
doi: 10.1016/j.intell.2017.09.001
McCoach DB, Siegle D, Rubenstein LDV (2020) Pay Attention to Inattention: Exploring ADHD Symptoms in a Sample of Underachieving Gifted Students. Gifted Child Quart 64:100–116. https://doi.org/10.1177/0016986219901320
doi: 10.1177/0016986219901320
Shaywitz SE, Holahan JM, Freudenheim DA et al (2001) Heterogeneity within the gifted: Higher IQ boys exhibit behaviors resembling boys with learning disabilities. Gifted Child Quart 45:16–23. https://doi.org/10.1177/001698620104500103
doi: 10.1177/001698620104500103
Guénolé F, Louis J, Creveuil C et al (2013) Behavioral profiles of clinically referred children with intellectual giftedness. BioMed Res Int 540153. https://doi.org/10.1155/2013/540153
doi: 10.1155/2013/540153
Peyre H, Ramus F, Melchior M et al (2016) Emotional, behavioral and social difficulties among high-IQ children during the preschool period: Results of the EDEN mother-child cohort. Pers Indiv Differ 94:366–371. https://doi.org/10.1016/j.paid.2016.02.014
doi: 10.1016/j.paid.2016.02.014
Chae PK, Kim JH, Noh KS (2003) Diagnosis of ADHD among gifted children in relation to KEDI-WISC and T.O.V.A. performance. Gifted Child Quart 47:192–201. https://doi.org/10.1177/001698620304700303
doi: 10.1177/001698620304700303
Chung D, Yun K, Kim JH et al (2011) Different gain/loss sensitivity and social adaptation ability in gifted adolescents during a public goods game. PLoS ONE 6:e17044. https://doi.org/10.1371/journal.pone.0017044
doi: 10.1371/journal.pone.0017044
pubmed: 21359224
pmcid: 3040203
Eren F, Ömerelli Çete A, Avcil S, Baykara B (2018) Emotional and behavioral characteristics of gifted children and their families. Noro Psikiyatr Ars 55:105–112. https://doi.org/10.5152/npa.2017.12731
doi: 10.5152/npa.2017.12731
pubmed: 30057449
pmcid: 6060660
Guignard JH, Jacquet AY, Lubart TI (2012) Perfectionism and anxiety: A paradox in intellectual giftedness? PLoS ONE 7:e41043. https://doi.org/10.1371/journal.pone.0041043
doi: 10.1371/journal.pone.0041043
pubmed: 22859964
pmcid: 3408483
Richards J, Encel J, Shute R (2003) The Emotional and Behavioural Adjustment of Intellectually Gifted Adolescents: A multi-dimensional, multi-informant approach. High Abil Stud 14:153–164. https://doi.org/10.1080/1359813032000163889
doi: 10.1080/1359813032000163889
Antshel KM, Faraone SV, Stallone K et al (2007) Is attention deficit hyperactivity disorder a valid diagnosis in the presence of high IQ? Results from the MGH Longitudinal Family Studies of ADHD. J Child Psychol Psyc 48:687–694. https://doi.org/10.1111/j.1469-7610.2007.01735.x
doi: 10.1111/j.1469-7610.2007.01735.x
Doobay AF, Foley-Nicpon M, Ali SR, Assouline SG (2014) Cognitive, adaptive, and psychosocial differences between high ability youth with and without autism spectrum disorder. J Autism Dev Disord 44:2026–2040. https://doi.org/10.1007/s10803-014-2082-1
doi: 10.1007/s10803-014-2082-1
pubmed: 24584434
Kermarrec S, Attinger L, Guignard J-H, Tordjman S (2020) Anxiety disorders in children with high intellectual potential. BJPsych Open 6:E70. https://doi.org/10.1192/bjo.2019.104
doi: 10.1192/bjo.2019.104
pubmed: 32627729
pmcid: 7443907
Gomez R, Stavropoulos V, Vance A, Griffiths MD (2020) Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD? Int J Ment Health Ad 18:1467–1481. https://doi.org/10.1007/s11469-019-00125-x
doi: 10.1007/s11469-019-00125-x
Foley-Nicpon M, Rickels H, Assouline SG, Richards A (2012) Self-esteem and self-concept examination among gifted students With ADHD. J Educ Gifted 35:220–240. https://doi.org/10.1177/0162353212451735
doi: 10.1177/0162353212451735
Lacour AG, Zdanowicz N (2019) IQ over 130 and phobia: Correlation, consequences and other psychopathologies. Psychiat Danub 31:386–389
Rommelse N, Antshel K, Smeets S et al (2017) High intelligence and the risk of ADHD and other psychopathology. Brit J Psychiat 211:359–364. https://doi.org/10.1192/bjp.bp.116.184382
doi: 10.1192/bjp.bp.116.184382
pubmed: 29051177
Wechsler D (2002) Wechsler Preschool and Primay Scale of Intelligence - Third Edition (WPPSI-III) Technical and Interpretive Manual. The Psychological Corporation, San Antonio, TX
Wechsler D (1974) Manual for the Wechsler intelligence scale for children, revised. The Psychological Corporation, San Antonio, TX
Wechsler D (1997) WAIS-III: Wechsler Adult Intelligence Scale—3rd edition
Wechsler D (1991) Wechsler Intelligence Scale for Children–3rd edition manual. The Psychological Corporation, San Antonio, TX
Wechsler D (2003) Wechsler intelligence scale for children–Fourth Edition (WISC-IV). The Psychological Corporation, San Antonio, TX
Achenbach TM (1991) Manual for the Child Behavior Checklist/4–18 and 1991 profile. ASEBA, University of Vermont, Department of Psychiatry, Burlington, CA
Reynolds CR, Kamphaus RW (2002) The clinician’s guide to the Behavior Assessment System for Children (BASC). Guilford Press 9:234–236. https://doi.org/10.1076/chin.9.3.234.16453
doi: 10.1076/chin.9.3.234.16453
Raynolds CR, Kamphaus RW (2004) Behavior assessment system for children: Manual. American Guidance Service, Circle Pines, MN
Orvaschel H, Puig-Antich J (1987) Schedule for affective disorder and schizophrenia for school-age children: Epidemiologic version: Kiddie-SADS-E (K-SADS-E). Nova University, Center for Psychological Studies, Fort Lauderdale, Fla
Goodman R, Meltzer H, Bailey V (2003) The Strengths and Difficulties Questionnaire: a pilot study on the validity of the self-report version. Int Rev Psychiatry 15:173–177. https://doi.org/10.1007/s007870050057
doi: 10.1007/s007870050057
pubmed: 12745329
Reynolds CR, Richmond BO (1985) Revised children’s manifest anxiety scale (RCMAS). Manual. Western Psychological Services, Los Angeles, CA
Varni JW, Seid M, Rode CA (1999) The PedsQL™: measurement model for the pediatric quality of life inventory. Med Care 37:126–139. https://doi.org/10.1097/00005650-199902000-00003
doi: 10.1097/00005650-199902000-00003
pubmed: 10024117
Brandibas G, Jeunier B, Gaspard JL, Fouraste R (2001) Evaluation des modes de refus de l’école: validation française de la SRAS (School refusal assessment scale) [Evaluation of schoolrefusal modes: French validation of the SRAS (school refusal assessment scale)]. Psychol Psychometrie 22:45–58
Kearney CA (2002) Identifying the function of school refusal behavior: A revision of the School Refusal Assessment Scale. J Psychopathol Behav Assess 24:235–245. https://doi.org/10.1023/A:1020774932043
doi: 10.1023/A:1020774932043
Joh JY, Kim S, Park JL, Kim YP (2013) Relationship between family adaptability, cohesion and adolescent problem behaviors: curvilinearity of circumplex model. Korean J Fam Med 34:169. https://doi.org/10.4082/kjfm.2013.34.3.169
doi: 10.4082/kjfm.2013.34.3.169
pubmed: 23730484
pmcid: 3667224
Flett GL, Hewitt PL (2002) Perfectionism and maladjustment: An overview of theoretical, definitional, and treatment issues. In: Flett GL, Hewitt PL (eds) Perfectionism: Theory, research, and treatment pp 5–13. American Psychological Association, Washington, DC. https://doi.org/10.1037/10458-001
doi: 10.1037/10458-001
Shaywitz SE, Schnell C, Shaywitz BA, Towle VR (1986) Yale Children’s Inventory (YCI): an instrument to assess children with attentional deficits and learning disabilities. I. Scale development and psychometric properties. J Abnorm Child Psychol 14:347–364. https://doi.org/10.1007/BF00915431
doi: 10.1007/BF00915431
pubmed: 3760344
Spielberger CD, Edwards CD (1973) State-trait anxiety inventory for children: STAIC: How I feel questionnaire: Professional manual. Consulting Psychologists Press, Palo Alto, CA
Kovacs M (2003) Children’s depression inventory (CDI). Psychopharmacol Bull 21:995–998
Poznanski EO, Mokros HB (1996) Children’s depression rating scale, revised (CDRS-R). Western Psychological Services, Los Angeles, CA
Epstein NB, Baldwin LM, Bishop DS (1983) The McMaster family assessment device. J marital fam ther 9:171–180. https://doi.org/10.1111/j.1752-0606.1983.tb01497.x
doi: 10.1111/j.1752-0606.1983.tb01497.x
John K, Gammon DG, Prusoff BA, Warner V (1987) The Social Adjustment Inventory for Children and Adolescents (SAICA): Testing of a new semistructured interview. J Am Acad Child Psy 26:898–911. https://doi.org/10.1097/00004583-198726060-00015
doi: 10.1097/00004583-198726060-00015
Bordin IAS, Rocha MM, Paula CS, Teixeira MCTV, Achenbach TM, Rescola LASE, Bordin IA, Rocha MM et al (2013) Child Behavior Checklist (CBCL), Youth Self- Report (YSR) and Teacher’s Report Form (TRF): an overview of the development of the original and Brazilian versions. Cad Saúde Pública 29:13–28. https://doi.org/10.1590/s0102-311x2013000100004
doi: 10.1590/s0102-311x2013000100004
pubmed: 23370021
Piers EV, Herzberg DS (2002) Piers-Harris 2. Piers-Harris Childrens Self- Concept Scale, 2nd edn. Western Psychological Services, USA
Endicott J, Nee J, Harrison W, Blumenthal R (1993) Quality of Life Enjoyment and Satisfaction Questionnaire: a new measure. Psychopharmacol Bull 29:321–326
pubmed: 8290681
Weissman MM, Bothwell S (1976) Assessment of social adjustment by patient self-report. Arch gen psychiat 33:1111–1115. https://doi.org/10.1001/archpsyc.1976.0177009
doi: 10.1001/archpsyc.1976.0177009
pubmed: 962494
Mick E, Faraone SV, Spencer T et al (2008) Assessing the validity of the quality of life enjoyment and satisfaction questionnaire-short form in adults with ADHD. J Atten Disord 11:504–509. https://doi.org/10.1177/1087054707308468
doi: 10.1177/1087054707308468
pubmed: 17934183
Swanson J, Schuck S, Mann M et al (2006) Categorical and dimensional definitions and evaluations of symptoms of ADHD: The SNAP and SWAN rating scales. Int J Educ Psychol Assess 10:51–70
DuPaul GJ, Power TJ, Anastopoulos AD, Reid R (1998) ADHD Rating Scale—IV: Checklists, norms, and clinical interpretation. Guilford Press, New York, USA
McCoach DB, Siegle D (2003) The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve. Educ Psychol Meas 63:414–429. https://doi.org/10.1177/0013164403063003005
doi: 10.1177/0013164403063003005
Sparrow SS, Cicchetti DV, Balla DA (2005) Vineland adaptive behavior scales:(Vineland II), survey interview form/caregiver rating form. Pearson Assessments, Livonia, MN
Silverman LK (1997) The construct of asynchronous development. Peabody J Educ 72:36–58. https://doi.org/10.1080/0161956X.1997.9681865
doi: 10.1080/0161956X.1997.9681865
Beckmann E, Minnaert A (2018) Non-cognitive characteristics of gifted students with learning disabilities: An in-depth systematic review. Front Psychol 9:504. https://doi.org/10.3389/fpsyg.2018.00504
doi: 10.3389/fpsyg.2018.00504
pubmed: 29731728
pmcid: 5919977
Bucaille A, Jarry C, Allard J et al (2021) Neuropsychological profile of intellectually gifted children: A systematic review. J Int Neuropsychol Soc 17:1–17. doi: https://doi.org/10.1017/S1355617721000515
doi: 10.1017/S1355617721000515